Introduction Instructional congruence to improve malaysian students’ attitudes and interests toward science in low performing secondary schools.

89 Instructional Congruence to Improve Malaysian Students’ Attitudes and Interests Toward Science in Low Performing Secondary Schools Ahmad Nurulazam Md Zain School of Educational Studies Universiti Sains Malaysia, Penang, Malaysia E-mail: anmzusm.my Rohandi School of Educational Studies Universiti Sains Malaysia, Penang, Malaysia E-mail: rohandistaff.usd.ac.id Azman Jusoh School of Educational Studies, Universiti Sains Malaysia E-mail: azman_799yahoo.com Abstract This study examined the effects of instructional congruence in teaching science on students’ attitudes and interests at three low performing secondary schools in Penang, Malaysia. Implementing instructional congruence in teaching science had a significant positive effect on students’ attitudes in the constructs of practical work in science, science outside of school, future participation in science, combined interest in science, and overall attitudes in science. Students’ attitudes about science outside of school had the greatest effect on their attitudes about future participation in science. Science outside of school had a greater effect on students’ attitudes about future participation in science than did science taught at school. The results of this study highlight the important of implementing a curriculum that places greater emphasis on integrating learning science both in school and outside of school. In addition, the findings suggest that educators must concentrate more on learning science in school. The learning process should be contextual and relevant, and it must give students opportunities to see what they are learning and to develop and sustain an interest in science. Keywords: Instructional congruence, Attitudes and interests toward science, Low performing secondary schools

1. Introduction

Students’ attitudes toward science have become a major concern of science education researchers during an attempt to increase interest, performance, and student retention. Studies in the science education literature emphasize that the development of a positive attitude toward science should be an important goal of the school curriculum. In teaching and learning science, the affective outcomes of instruction are at least as important as the cognitive outcomes. The affective domain is characterized by a variety of constructs, such as attitudes, preferences, and interests. Generally, a negative attitude toward a given subject leads to a lack of interest and avoidance of the subject. Furthermore, a positive 90 attitude toward science “leads to a positive commitment to science that influences students’ lifelong interest and learning in science” Simpson Oliver, 1990. This is one reason why major science education reform efforts have emphasized improving students’ interest and attitudes Trumper, 2006. Barton and Yang 2000 argue that the content of science taught in schools is not relevant in the lives of students, which may affect their interest. One implication of this argument is that students’ interest in science would increase if science classes were modified to reflect students’ lived realities. Although teachers are often expected to focus on content-related goals based on the curriculum provided, goals involving students’ sense of belonging are also crucial. If students do not feel a sense of membership associated with science, science will not become a part of their identities, and they will be less likely to look out for interactions about science in future Brickhouse, Lowery, Schultz, 2000. However, a positive attitude toward science can be developed through hands-on activities and other methods of instruction that excite students and encourage them to learn Freedman, 1997. This study aimed at examining the effects of instructional congruence on students’ attitudes and interest toward science in three low performing schools in Penang. The goal was to draw conclusions that would provide insight into science instruction and learning.

2. Instructional Congruence